FM Residency Program Competencies (with EPA’s...

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Reviewed August 2016

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FM Residency Program Competencies (with EPA’s, CanMEDS and CFPC Priority Topics)

CARE of the ADULT Relevant EPA’s

1. Assess, manage, and follow-up patients presenting with common complaints and undifferentiated symptoms.

2. Recognize and appropriately refer for emergent conditions. 3. Complete an adult periodic health assessment, using evidence-based screening and

risk reduction recommendations. 5. Manage and follow-up patients with common chronic conditions. 11. Demonstrate general key features for procedural skills.

15. Determine when an adult patient requires admission and inpatient hospital care. 16. Assess and appropriately manage the adult patient in hospital 17. Recognize and provide appropriate management of the unstable adult patient in the

hospital setting. 18. Determine when an unstable patient requires referral for higher level care. 19. Plan and coordinate discharge of adult patients from hospital. 26. Recognize and provide initial management of common adult emergencies.

FOUNDATIONS DOMAIN SPECIFIC Care of the Adult

Activity and related CanMEDS-FM role(s)

Competencies -General Foundation Competencies - detail

Relevant CanMEDS-FM Comps

Domain Specific Competencies - detail Relevant Priority topics & other*

Health promotion and health maintenance (Medical Expert, Collaborator, Manager, Health Advocate)

1. Provide preventive care through the application of current standards for the practice population

a. Do a periodic health assessment in a proactive or opportunistic manner.

b. Selectively adapt the periodic health examination to that patient's specific circumstances.

c. Use an evidence-based annual health assessment and keep up to date with new recommendations for the periodic health examination.

d. Implement prevention and screening recommendations. e. Provide advice on and implement routine /scheduled and ad

hoc vaccination as required, based on current recommendations, patient’s age and circumstances.

ME3.6 ME4.1 ME4.2 COLL3.1 COLL3.4 MG3.2 HA1.3

Cancer Immunization Travel medicine Periodic health assessment/screening Immigrants








2. Recognize modifiable risk behaviors and provide advice on risk reduction with appropriate use of resources and supports.

a. Regularly evaluate and document smoking status, discuss the benefits of quitting or reducing smoking, and advise regarding the use of a multi-strategy approach to smoking cessation.

b. Regularly evaluate and document current alcohol intake and provide advice on reduction when above recommended maximum intake.

c. Regularly ask about use of drugs of abuse and provide advice and intervention where appropriate.

d. Identify patients at risk of heart disease, hypertension, stroke and diabetes and provide appropriate, evidence-based -advice regarding risk factor modification and, where appropriate, provide referral to health care professionals for additional support and advice on risk reduction.

e. Recognize and advise about protection for patients, or parents of patients/care-givers, involved in activities associated with increased risk of head trauma e.g. bikes/motor-bikes/contact sports and provide advice to patients after sustaining minor traumatic brain injury (concussion) .

f. Where appropriate, provide advice on reducing risk of acquiring sexually transmitted infections.

ME3.6 ME4.1 ME4.2 COLL3.1 COLL3.4 MG3.2 HA1.3

Travel Medicine Substance abuse Stroke Smoking cessation Sexually transmitted infections Lifestyle Obesity Diabetes Hypertension Hyperlipidemia Elderly Ischemic Heart disease Trauma

Clinical Care (CC) (Medical Expert,

1. Demonstrate an effective approach to patients

a. Demonstrate an understanding of the natural history and prognosis of the established diagnosis when treated and untreated.

b. Demonstrate skilled interviewing and physical examination

ME1.1 ME2.2 ME3.2 ME3.3

a. List and demonstrate the use of the essential skills, equipment and medications required to deal with acute, life threatening conditions in hospital.

b. Recognize which patients require admission and

Poisoning Rape/sexual assault Trauma Fractures








Collaborator) presenting with acute self-limiting illness and potentially life-threatening conditions

techniques in gathering clinical data. c. Formulate a differential diagnosis that includes the most

likely diagnosis (taking into account the prevalence of the condition in the population), a hierarchy of likely alternatives, and the most serious or life-threatening possibility.

d. Locate the relevant evidence when needed for diagnosis and treatment

e. Discuss the most relevant evidence for medical therapy for the diagnosis

f. Recommend only pharmacotherapy and other therapeutic interventions that are clearly indicated for the diagnosis

g. Outline for the patient (or parent/care-giver) the most common and the most serious risks associated with the pharmacotherapy and other therapeutic interventions.

h. Reinforce to the patient (or parent/care-giver) the importance of appropriate non-pharmacological therapy where indicated.

i. Explain to the patient (or parent/care-giver) when and/or why they need to follow up in the office.

j. Manage the majority of common diagnoses without the need for referral

k. List and demonstrate the use of the essential skills, equipment and medications required to deal with acute, life threatening conditions in the office.

l. Recognize a patient with an emergent/urgent, potentially life-threatening condition and act promptly to deliver immediate

ME3.5 ME3.8 ME4.1 ME4.3 ME5.1 ME5.2 ME5.3 ME5.4 ME5.5 ME5.6 ME5.7 ME6.1 ME6.2 ME7.1 ME7.3 COLL1.4

which patients can be managed as outpatients. c. Demonstrate appropriate procedural skills in the care

of patients in hospital. d. Formulate an appropriate & safe discharge plan, using

community resources effectively.

Abdominal Pain ACLS Allergy Asthma Atrial fibrillation Cardiac failure Chest Pain COPD Croup Crisis DVT Dehydration Depression Diabetes Diarrhea Dizziness Dyspepsia Dyspnoea Dysuria Earache Epsitaxis Fever Fractures GI bleed Headache Hepatitis








care and/or referral as indicated. m. Access safely and expeditiously emergency services for the

patient with a potentially life-threatening condition. n. Share key information with emergency services when

referring patients with life-threatening conditions. o. Demonstrate appreciation of the unique considerations for

recently hospitalized and/or post-operative patients.

Hypertension Infections Ischemic heart disease Lacerations Loss of consciousness Low back pain Meningitis Neck pain Pneumonia Red eye Seizures Skin disorder Stroke Thyroid URTI UTI Vaginal bleeding Vaginitis

CC (Medical Expert, Collaborator)

2. Demonstrate an effective approach to patients presenting with undifferentiated, symptoms

a. History i. Take an appropriately thorough history in a timely

manner. ii. Demonstrate ability to effectively and selectively

identify and prioritize main presenting symptoms. iii. Move quickly into a focused history regarding the main

symptoms

ME1.1 ME2.2 ME3.2 ME3.3 ME3.5 ME3.8 ME4.1

a. Approach to the patient with undifferentiated symptoms

i. Exhibit a meaningful understanding of the clinical challenges that develop as a result the fact that the family physician sees a significant amount of transient and emotional illness and diseases presenting early in their course, prior to the full

Multiple Medical problems Somatisation Skin disorder-rash Chest pain Dizziness Palpitations








iv. Elicit pertinent associated symptoms, red flags and risk factors

v. Demonstrate effective use of the patient-centered clinical method

b. Physical Exam i. Perform an appropriately thorough physical

examination in a timely manner. ii. Exhibit an awareness of the role of the physical

examination in making certain diagnoses more or less likely.

c. Differential Diagnosis

i. Construct an appropriately thorough differential diagnosis that is congruent with the data generated by the history and physical.

ii. Demonstrate the core knowledge of Family Medicine informed by evidence.

iii. Modify the differential diagnosis in light of unexpected or changing symptoms or when symptoms persist beyond what one would ordinarily expect.

iv. Recognize the typical and atypical presentation of common diagnoses as well as possible emergent life-threatening disease.

v. Demonstrate appreciation of the unique considerations for recently hospitalized and/or post-operative patients

ME4.3 ME5.1 ME5.2 ME5.3 ME5.4 ME5.5 ME5.6 ME5.7 ME6.1 ME6.2 ME7.1 ME7.3 COLL1.4

clinical picture developing. ii. Consider subtle initial presentations of common

diseases in the differential diagnosis. iii. Explore actively the undifferentiated symptoms as

a possible complication of an established diagnosis.

iv. Consider medication side effects and interactions as a potential contributor to patients’ symptoms.

v. Assess the possible contributions of both organic and psychosocial factors in the development of undifferentiated symptoms.

vi. Explore the patient’s cultural and social context to understand how these may influence the presentation of their symptom(s).

vii. Display cultural sensitivity and awareness of the social context of the patient when implementing a treatment plan.

viii. Employ a strategy of patient care over time to facilitate diagnosis and treatment of illnesses presenting in an undifferentiated stage.

ix. Commit only to diagnostic investigations that are justifiable in terms of pre-test likelihood of disease, best available evidence and cost.

x. Build therapeutic rapport with patients presenting with undifferentiated disease.

xi. Check with patients to ensure common ground

Dyspnoea Cough Abdominal Pain Dyspepsia GI bleed Diarrhea Constipation Rectal bleeding Pruritis ani Seizure Loss of consciousness Headache Concussion Hearing loss Vertigo Tinnitus Chronic congestion Hoarseness Dysphagia Earache Epistaxis Urinary symptoms Low back pain Neck pain Joint disorder Red eye








d. Diagnostic Tests and Procedures i. Select appropriate diagnostic tests and procedures

ii. Justify selection of laboratory and imaging tests and employ them only when likely to have an impact on patient management.

iii. Select investigations based on consideration of prevalence, evidence of benefit and risk, past experience of physician, patient’s wishes, and cost.

iv. Interpret the test results promptly and correctly. v. Communicate results in a timely fashion.

e. Treatment /Management Plan

i. Develop an appropriate treatment plan. ii. Inform patient about the diagnosis, possible alternative

diagnoses and likely prognosis. iii. Link patient’s symptom to a lifestyle behavior and in

doing so, employ the principles of disease prevention and health promotion.

iv. Counsel on the risks and benefits of treatment if diagnosis is amenable to treatment.

v. Synthesize and help focus treatment goals. vi. Integrate the patient’s viewpoint of above. -finding

common ground/shared decision making and demonstrating the use of the patient-centered clinical method.

vii. Judge the patient’s (and/or parent’s) understanding,

with respect to the disposition of their medically unexplained symptom(s).

xii. Plan appropriate follow-up of patients with undifferentiated symptoms.

xiii. Commit to ongoing care of “illness” in patients with undifferentiated or medically unexplained symptoms

b. Demonstrate an effective approach to the

presentation of illness with a strong psychological component

i. Identify examples where an interaction between

the physical and the psychological is complicating the presentation and management of symptoms.

ii. Explore actively the underlying psychological issues that can contribute to illness in primary care.

iii. List common medications that can have psychological side effects.

iv. Explore intentionally the patient’s cultural and social context to better understand the impact of these variables on their illness experience.

v. Exhibit cultural sensitivity when implementing a treatment plan and seek common ground

vi. Limit the number of referrals, investigations and

Visual disturbance Eye pain Breast lump Infertilit Vaginal bleeding Failed pregnancy First trimester bleeding Incontinence Pelvic pain Vaginal discharge Vaginitis Sex Anemia Fatigue Loss of weight Fibromyalgia Neuropathy








ability to adhere to the plan and ability to pay and based on these factors adjust the treatment/management plan as necessary.

viii. Write a complete prescription when appropriate. ix. Recommend to the patient (or parent) when and/or

why they should present for reassessment. x. Where appropriate coordinate care with other health

care-Professionals including referral .

medical interventions to those that will likely be of benefit to the patient.

vii. Employ the power of the doctor-patient relationship in the patient’s illness experience and recovery

viii. Manage most patients using psychological as well as pharmacological interventions.

ix. Mobilize an appropriate interdisciplinary team when necessary

x. Commit to the follow-up and care of patients with psychological and psychosomatic illness

xi. Demonstrate willingness to build therapeutic relationships with patients presenting with .psychological and psychosomatic illness

CC (Medical Expert, Collaborator)

3. Demonstrate an effective approach to the ongoing care of patients with chronic conditions and/or to patients requiring regular follow-up

a. Prioritize professional duties when faced with multiple competing demands

b. Apply acquired knowledge, skills and attitudes to daily clinical practice

c. Recognize personal limits in knowledge, skills and attitudes

d. Find common ground with the patient in regard to defining problems and priorities, setting goals of treatment and recognizing the roles of patient and family physician in each encounter

e. Incorporate prevention and health promotion into the

ME1.2 ME2.1 ME2.2 ME2.4 ME3.3 ME3.5 ME3.6 ME3.7 ME3.8 ME4.1 ME4.2

Allergy Atrial fibrillation Cardiac failure Cancer Contraception Dyspepsia Hepatitis Infertility Menopause Acne Psoriasis








clinical encounter f. Consciously enhance the patient-physician relationship

recognizing characteristics of a therapeutic and caring relationship

g. Provide primary contact and comprehensive continuing care to a defined population of patients through the spectrum of health promotion and disease prevention; diagnosis; acute treatment, including the management of life-threatening illness; chronic disease management; rehabilitation; supportive care; and palliation.

h. Provide preventive care through application of current standards for the practice population

i. Utilize diagnostic and therapeutic interventions meeting the needs of the patient according to available evidence, balancing risks, benefits and costs

j. Manage simultaneously multiple clinical issues, both acute and chronic, often in a context of uncertainty

k. Appropriately incorporate families and other caregivers in the care of patients, while abiding by the ethical standards of patient autonomy and consent

Inter-professional Care

a. Coordinate the care of patients with multiple care providers and teams of providers

b. Work with others to assess, plan, provide and integrate care for individual patients or groups of patients.

ME4.3 ME5.7 ME7.1 ME7.2 ME7.3 COLL1.4 COLL1.6-1.11 MG1.2-1.4 MG2.1 MG2.3 MG2.4 MG3.1 MG3.2 MG3.3 MG3.4

Eczema Hair loss Hematological malignancies Chronic disease Diabetes Hypertension Asthma Cancer COPD Hyperlipidemia Smoking cessation Fatigue Joint disorders Learning Osteoporosis Obesity Somatization Stroke Thyroid IHD Elderly Disability Family issues Ischemic heart disease Low back pain








c. Participate effectively in inter-professional team meetings

d. Enter into interdependent relationships with other professions for the provision of quality care

e. Utilize the principles of team dynamics to enhance team performance

f. Contribute to working relationships on teams and participate in a collegial process to designate appropriate team leadership roles

g. Respect team ethics, including confidentiality, resource allocation and professionalism

h. Where appropriate, demonstrate leadership in a healthcare team

i. Work collaboratively with other health care professionals and community organizations to provide coordinated care for patients

j. Apply the competencies of the Collaborator role in team-based care, and when working with consulting health professionals

Quality Improvement

a. Participate in systemic quality process evaluation and improvement such as patient safety initiatives

b. Participate in continuous quality improvement activities within their own practice environment, such as practice audit.

Multiple medical problems Prostate Seizures Skin disorder Fibromyalgia Neuropathy








c. Implement processes to ensure continuous quality improvement within a practice

d. Contribute to the enhancement of quality of care in their practice, integrating the available best evidence and best practices

Practice/Self/Resource Management

a. Set priorities and manage time to balance patient care, practice requirements, outside activities and personal life

b. Employ information technology, including electronic medical records to plan appropriately for patient care

c. Recognize the importance of appropriate allocation of healthcare resources, including referral to other health care professionals and community resources, balancing effectiveness, efficiency and access with optimal patient care

d. Apply evidence and management processes for cost- appropriate care

e. Judiciously manage access to scarce community resources and referral sources

f. Integrate knowledge of the structure of the health care system and its components in the provision of care

g. Manage time and resources effectively

Communicator (COM)

See Also - CFPC Communication Skills (Skill domain)-www.cfpc.ca/uploadedFiles/Education/Communication%20Skills.

http://www.cfpc.ca/uploadedFiles/Education/Communication%20Skills.pdf








pdf

COM Develop rapport, trust and ethical therapeutic relationships with patients and families.

i. Recognize that being a good communicator is a core clinical skill for physicians, and that physician- patient communication can foster patient satisfaction, physician satisfaction, adherence and improved clinical outcomes

ii. Establish positive therapeutic relationships with patients and their families that are characterized by understanding, trust, respect, honesty and empathy

iii. Respect patient confidentiality, privacy and autonomy iv. Listen effectively v. Develop awareness of, and responsiveness to, non-

verbal cues vi. Facilitate a structured clinical encounter

vii. Acquire skills of cross-cultural communication viii. Respect boundaries in the doctor-patient relationship

COM1.1-1.8

COM Accurately elicit and synthesize information from and perspectives of patients and families, colleagues and other professionals

i. Gather information about a disease, but also about a patient’s beliefs, concerns, expectations and illness experience

ii. Explore the patient’s psychosocial context iii. Seek out and synthesize information from other sources,

such as a patient’s family, caregivers and other professionals

iv. Conduct an interview with multiple participants to gather information about factors affecting the patient

COM2.1-2.4

http://www.cfpc.ca/uploadedFiles/Education/Communication%20Skills.pdf








COM Accurately convey needed information and explanations to patients and families, colleagues and other professionals

i. Deliver information to a patient and family, colleagues and other professionals in a humane manner and in such a way that it is understandable and encourages discussion and participation in decision-making

ii. Disclose error / adverse events in an effective manner

COM3.1-3.2

COM Develop a common understanding on issues, problems and plans with patients and families, colleagues and other professionals to develop, provide and follow-up on a shared plan of care

i. Effectively identify and explore problems to be addressed from a patient encounter, including the patient’s context, responses, concerns, and preferences

ii. Respect diversity and difference, including but not limited to the impact of gender, religion and cultural beliefs on decision-making

iii. Encourage discussion, questions, and interaction in the encounter

iv. Engage patients, families, and relevant health professionals in shared decision-making to develop a plan of care

v. Communicate effectively as a member or leader of a health care team or other professional group

vi. Provide follow-up contact with patient and family using a form of communication that will achieve the best outcome for the patient and family

vii. Effectively address challenging communication issues such as motivating behavioural change, delivering bad

COM4.1-4.9








news, and addressing anger or dependency viii. Provide therapeutic interventions through supportive and

other counseling techniques used in primary care ix. Communicate utilizing an interpreter

COM Convey effective oral and written information

i. Maintain clear, accurate, and appropriate records (e.g., written and electronic) of clinical encounters and plans

ii. Use effective written and oral communication for referral and collaborative care.

iii. Effectively present verbal reports of clinical encounters and plans

iv. Communicate appropriately using electronic mail and other electronic means, while maintaining patient confidentiality

v. When requested or needed by a community, present medical information to the public or media about a medical issue

COM5.1-5.5

Professional (PRO)

Demonstrate a commitment to their patients, profession, and society through ethical practice

i. Exhibit professional behaviors in practice, including honesty, integrity, reliability, compassion, respect, altruism, and commitment to patient well-being

ii. Demonstrate a commitment to delivering the highest quality care and maintenance of competence

iii. Recognize and appropriately respond to ethical issues encountered in practice

iv. Demonstrate respect for colleagues and team members

PRO1.1=1.8








v. Appropriately manage conflicts of interest vi. Recognize the principles and limits of patient confidentiality

as defined by professional practice standards and the law vii. Maintain appropriate professional boundaries

viii. Speak directly and respectfully to colleagues whose behaviour may put patients or others at risk

PRO Demonstrate a commitment to their patients, profession, and society through participation in profession- led regulation

i. Appreciate the professional, legal and ethical codes of practice, including knowledge of the CMA Code of Ethics

ii. Fulfill the regulatory and legal obligations required of current practice

iii. Demonstrate accountability to professional regulatory bodies

iv. Recognize and respond to others’ unprofessional behaviours in practice

v. Participate in peer review

PRO2.1-2.5

PRO Demonstrate a commitment to physician health and sustainable practice

i. Balance personal and professional priorities to ensure personal health and a sustainable practice

ii. Strive to heighten personal and professional awareness and insight

iii. Recognize and respond to other professionals in need

PRO 3.1-3.3

PRO Demonstrate a commitment to

i. Demonstrate the ability to gather information about personal performance, know one’s own limits, and seek

PRO 4.1-4.3








reflective practice

help appropriately ii. Demonstrate an awareness of self, and an understanding

how one’s attitudes and feelings impact their practice iii. Reflect on practice events, especially critical incidents, to

deepen self knowledge

Health Advocate (HA)

Respond to individual patient health needs and issues as part of patient care

i. Identify the health needs of an individual patient ii. Advocate for individual patients around relevant health

matters iii. Implement health promotion and disease prevention

policies and interventions for individual patients and the patient population served

HA1.1-1.3

HA Respond to the health needs of the communities that they serve

i. Describe the practice communities that they serve ii. Identify opportunities for advocacy, health promotion and

disease prevention in the communities that they serve, and respond appropriately

iii. Appreciate the possibility of competing interests between the communities served and other populations

HA2.1-2.3

HA Identify the determinants of health within their own communities

i. Identify the determinants of health within their communities, including barriers to accessing care and resources

ii. Identify vulnerable or marginalized populations and respond as needed

HA3.1-3.2








HA Promote the health of individual patients, communities and populations

i. Describe approaches to implementing changes in determinants of health of the population served

ii. Describe how public policy, healthcare delivery and healthcare financing impact access to care and the health of the population served

iii. Identify points of influence in the healthcare system and its structure

iv. Describe the ethical and professional issues inherent in health advocacy, including altruism, social justice, autonomy, integrity and idealism

v. Appreciate the possibility of conflict inherent in their role as a health advocate for a patient or community with that of manager or gatekeeper

vi. Describe the role of the medical profession in advocating collectively for health and patient safety

HA4.1-4.6

Collaborator (COLL)

Participate in a collaborative team-based model and with consulting health professionals in the care of the patient

i. Clearly describe their roles and responsibilities to other professionals

ii. Describe the roles and responsibilities of other professionals within the health care team

iii. Recognize and respect the diversity of roles, responsibilities and competencies of other professionals in relation to their own

iv. Work with others to assess, plan, provide and integrate care for individual patients or groups of patients.

v. Where needed, work with others to assess, plan, provide

COLL1.1-1.11








and review non-clinical tasks, such as research problems, educational work, program review or administrative responsibilities

vi. Participate effectively in interprofessional team meetings vii. Enter into interdependent relationships with other

professions for the provision of quality care viii. Utilize the principles of team dynamics to enhance team

performance ix. Contribute to working relationships on teams and

participate in a collegial process to designate appropriate team leadership roles

x. Respect team ethics, including confidentiality, resource allocation and professionalism

xi. Where appropriate, demonstrate leadership in a healthcare team

COLL Maintain a positive working environment with consulting health professionals, health care team members and community agencies

i. Demonstrate a respectful attitude towards other colleagues and members of an interprofessional team

ii. Work with other professionals to prevent conflicts iii. Employ collaborative negotiation to resolve conflicts iv. Respect differences, misunderstandings and limitations in

other professionals v. Recognize one’s own differences, misunderstanding and

limitations that may contribute to inter-professional tension

vi. Reflect on inter-professional team function

COLL 2.1-2.6








COLL Engage patients or specific groups of patients and their families as active participants in their care

i. Find common ground on the identification of problems and priorities of interventions

ii. Find common ground on the methods and goals of treatment

iii. Work to establish the respective roles of family physician and patient

iv. Work with patients and families to optimize health

COLL3.1-3.4

Manager (MG)

Participate in activities that contribute to the effectiveness of their own practice , healthcare organizations and systems.

i. Describe the role of the family physician in the health care system and their relationships with other health care professionals, and community organizations

ii. Work collaboratively with other health care professionals and community organizations to provide coordinated care for patients

iii. Participate in systemic quality process evaluation and improvement such as patient safety initiatives

iv. Participate in continuous quality improvement activities within their own practice environment, such as practice audit

MG1.1-1.5

MG Manage their practice and career effectively

i. Set priorities and manage time to balance patient care, practice requirements, outside activities and personal life

ii. Manage a practice including finances and human resources, collaboratively when indicated.

iii. Implement processes to ensure continuous quality improvement within a practice

MG2.1-2.4








iv. Employ information technology, including electronic medical records to plan appropriately for patient care

MG Allocate finite healthcare resources appropriately

i. Recognize the importance of appropriate allocation of healthcare resources, including referral to other health care professionals and community resources, balancing effectiveness, efficiency and access with optimal patient care

ii. Apply evidence and management processes for cost- appropriate care

iii. Judiciously manage access to scarce community resources and referral sources

iv. Integrate knowledge of the structure of the health care system and its components in the provision of care

MG3.1-3.4

MG Serve in administration and leadership roles, as appropriate

i. Chair or participate effectively in committees and meetings ii. Lead or implement a change in health care practice

iii. Contribute to policy development related to systems of health care

iv. Participate in relevant administrative roles related to clinical care

MG4.1-4.4

Scholar (S) Maintain and enhance professional activities through ongoing self-

i. Describe the principles in maintaining professional competence and implementing a personal knowledge management system

ii. Recognize and reflect learning issues in practice iii. Conduct a personal practice audit

S1.1-1.9








directed learning based on reflective practice

iv. Formulate a learning question v. Identify sources of knowledge appropriate to the question

vi. Access and interpret the relevant evidence vii. Integrate new learning into practice

viii. Evaluate the impact of any change in practice ix. Document the learning process

S Critically evaluate medical information its sources and its relevance to their practice and apply this information to practice decisions

i. Describe the principles of critical appraisal ii. Critically appraise retrieved evidence in order to address a

clinical question iii. Integrate critical appraisal conclusions into clinical care

S2.1-2.3

S Facilitate the education of patients, families, trainees, other health professional colleagues, and the public as appropriate

i. Describe principles of learning relevant to medical education

ii. Collaboratively identify the learning needs and desired learning outcomes of others

iii. Discuss the benefits of collaborative learning iv. Deliver a learner-centred approach to teaching v. Select effective teaching strategies and content to facilitate

others’ learning vi. Deliver an effective presentation

vii. Assess and reflect on a teaching encounter viii. Provide effective feedback

S3.1-3.9








ix. Describe the principles of ethics with respect to teaching

S Contribute to the creation, dissemination, application and translation of new knowledge and practices

i. Describe the principles of research and scholarly inquiry ii. Judge the relevance, validity, and applicability of research

findings to their own practice and individual patients iii. Describe the principles of research ethics iv. Pose a scholarly question v. Conduct a systematic search for evidence

vi. Select and apply appropriate methods to address the question

vii. Appropriately disseminate the findings of a study

S4.1-4.7

Note: *other refers to topics beyond CFPC’s 99 Priority Topics that the Working Group identified as important to include in the curriculum. These topics appear in red font. With thanks to the following members of the Curriculum Working Group who developed these competencies; Dr. Shanda Slipp(Chair) Dr. Aleem Bharwani Dr. Sonya Lee Dr. Brian Pedersen Dr. Rachel Talavlikar Kristine Woodley We would also like to acknowledge and thank the Family Medicine Residency Programs at Queen’s and University of Toronto for sharing their competency documents with us. History

- August 2016 – Reviewed at the Curriculum and Evaluation Committee Meeting - August 2016 – Added ‘History’ section



- August 2017 o Numbered EPA in alignment with the EPA list & Guidance Document o Added EPA # 17

- October 2017 o Removed ‘Calgary’ from title

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